Document Type : Original Article
Authors
1 Department of Persian Language and Literature, Ferdowsi University of Mashhad, Mashhad, Iran
2 Associate Professor of Persian Language Teaching, Ferdowsi University of Masshhad, Mashhad, Iran
3 Department of English, Ferdowsi University of Mashhad, Mashhad, Iran
Abstract
Academic writing is widely recognized as an effective approach to transferring knowledge and information in academia. However, writing skills have been largely ignored in educational institutions, such as schools and universities. Since students writing is a complex skill, they show less interest in developing it. Acknowledging the importance of sensory engagement in teaching writing skills, this quasi-experimental study explores the effect of multisensory and multimodal education on students’ willingness for academic writing. In doing so, 300 undergraduate students from Ferdowsi University of Mashhad were selected through convenience sampling. They participated in seven training sessions, divided into three groups: (1) multisensory education, (2) multimodal education, and (3) traditional education. Their willingness for academic writing was assessed through a questionnaire and a descriptive writing task in both pre-test and post-test evaluations. The findings revealed that students who received multisensory instruction showed a significantly greater willingness to write. Additionally, female students in the multimodal instruction group exhibited a higher willingness to write compared to male students in the other two groups. These results suggest that multisensory teaching methods, in contrast to traditional approaches, enhance social interaction and group support. Moreover, increased engagement with the environment fosters greater self-efficacy in writing.
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